Self-regulated spacing in a massive open online course is related to better learning

Abstract

In this study, we examined students' natural studying behaviors in massive, open, online course (MOOC) on introductory psychology. We found that, overall, distributing study across multiple sessions-increasing spacing-was related to increased performance on end-of-unit quizzes, even when comparing the same student across different time-points in the course. Moreover, we found important variation on who is more likely to engage in spaced study and benefit from it. Students with higher ability and students who were more likely to complete course activities were more likely to space their study. Spacing benefits, however, were largest for the lower-ability students and for those students who were less likely to complete activities. These results suggest that spaced study might work as a buffer, improving performance for low ability students and those who do not engage in active practices. This study highlights the positive impact of spacing in real-world learning situations, but more importantly, the role of self-regulated learning decisions in shaping the impact of spaced practice.

The advantage of distributed practice in a blended learning setting

“…Profiles of learners who study more regularly by following the sequential structure of a course, have been shown to gain a deeper understanding of the course materials (Maldonado-Mahauad et al 2018 ). Interestingly, Carvalho et al ( 2020 ) showed that learners with higher cognitive abilities as well as learners that engage more with the course were more likely to distribute their learning. However, it is the learners with lower abilities as well as learners that engaged less with the course that benefitted most from distributed practice (Carvalho et al 2020 ).…”

“…Interestingly, Carvalho et al ( 2020 ) showed that learners with higher cognitive abilities as well as learners that engage more with the course were more likely to distribute their learning. However, it is the learners with lower abilities as well as learners that engaged less with the course that benefitted most from distributed practice (Carvalho et al 2020 ). Further, several studies suggest that morning-type individuals are more successful with regard to academic achievement (Beşoluk et al 2011 ; Preckel et al 2013 ).…”

A student made MOOC for medical students during the SARS-CoV-2 pandemic

“…15 The second methodological aspect that may have had a positive impact on the completion rate may be the self-spacing nature of this MOOC, students could revisit any topic at any time as long as it was in the 7 week period the MOOC was open this has shown better results and it’s associated with better learning. 16 And the third methodological aspect of this MOOC that may had had a positive influence in the completion rate is the length of the lectures; the length of the lectures in this MOOC was in average of 52 minutes this is unconventional for MOOCs and it’s a statement that may contradict previous findings that show otherwise. 15 However 94% of the students who finished this MOOC affirmed that the lecture length was optimal.…”

A student made MOOC for medical students during the SARS-CoV-2 pandemic.

“…The second methodological aspect that may have had a positive impact on the completion rate may be the selfpacing nature of this MOOC. Students could revisit any topic at any time as long as it was in the 7-week period the MOOC was open, which is associated with greater learning (16). The third methodological aspect of this MOOC that may have had a positive influence in the completion rate is the length of the lectures.…”